Unit1 Nature Reading A Moving Forward 教学设计-2025-2026学年高中英语沪外版必修第二册

Unit 1 Nature-Reading A-Moving Forward 教学目标和重难点 教学目标 It focuses on developing students’ language competence by mastering nature-related vocabulary and reading skills, cultivating cultural awareness of environmental protection, promoting logical and critical thinking through text analysis, and improving learning ability via independent and cooperative exploration. 教学重难点 Key points: Grasp the main idea and structure of the text, master key vocabulary and sentence patterns about nature and environmental protection. Difficult points: Understand the logical connection between natural phenomena and analyze the author’s attitude and writing purpose. 教学过程 Pre-reading: Activation and Lead-in Warm-up Activity: Theme-related Discussion The teacher starts the class with an open question: “When you think of nature, what first comes to your mind? You can talk about plants, animals, natural landscapes or your own experiences with nature.” Then, invite 3-4 students to share their ideas in English. After their sharing, the teacher makes a brief comment, guides students to focus on the close relationship between human beings and nature, and further asks: “Have you ever noticed that all things in nature are connected? What will happen if this connection is broken?” Design Intention: This warm-up activity is designed to activate students’ prior knowledge and life experience related to nature. By asking open questions, it lowers students’ speaking threshold, encourages them to express their thoughts in English actively, and lays a emotional and thematic foundation for the subsequent reading. Meanwhile, the follow-up question guides students to think about the connection of nature, which naturally leads to the main content of the text and stimulates their interest in reading. Vocabulary Preview: Key Words and Phrases The teacher presents the key vocabulary and phrases in the text on the blackboard or multimedia courseware, including wither, elaborate, splendour, restore, delicate, balance, moth poo, represent, replace, send for, in turn. For each word or phrase, the teacher provides simple English definitions and example sentences related to the text context, and invites students to read after the teacher to familiarize themselves with the pronunciation and meaning. For example, for “wither”, the teacher says: “Wither means to become dry and dead, especially because of lack of water. In the text, there is a withered tree in the king’s garden.” For “balance”, the teacher explains: “Balance means a state in which different things are equal or in the correct proportions. The text tells us that we should keep the balance of nature.” Design Intention: Previewing key vocabulary before reading helps students remove language obstacles in the process of reading. By providing context-related definitions and example sentences, it enables students to understand the meaning and usage of words in the specific text context, rather than just memorizing the Chinese meaning mechanically. This not only improves students’ reading efficiency but also lays a foundation for their subsequent language application. Text Prediction: Based on Title and Pictures The teacher shows the title “Moving Forward” and the pictures related to the text (such as the king’s garden, the withered tree, the fountains, and the moths) to the students, and asks: “What do you think this text is about? Who may be the main characters in the text? What may happen in the story?” Guide students to make reasonable predictions based on the title and pictures, and record their predictions on the blackboard. For example, some students may predict: “It may be a story about how to protect the garden.” Or “It may talk about the importance of a certain tree in the garden.” Design Intention: Predicting the text content based on the title and pictures is an important reading strategy. It can stimulate students’ curiosity and reading motivation, make students read with questions, and improve their initiative and pertinence in reading. At the same time, it helps students form the habit of using visual information to assist reading, which is conducive to the cultivation of their learning ability. While-reading: Comprehension and Analysis Skimming: Get the Main Idea Ask students to read the text quickly, ignore the new words they don’t understand temporarily, and finish two tasks: (1) Find out the main characters of the text; (2) Summarize the main idea of the text in one sentence. After students finish reading, invite them to share their answers. The teacher corrects and supplements, and finally summarizes: The text tells a story about a king who cut down a withered tree in his garden, leading to the disappearance of animals and plants. Later, a young man told him the truth that all things in nature are connected, and the king realized his mistake and regretted it. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the core content of the text. By setting simple and clear tasks, it guides students to focus on the key information in the process of fast reading, avoids being distracted by trivial details, and improves their reading speed and ability to grasp the main idea. This activity also lays a foundation for the subsequent detailed reading. Scanning: Locate Specific Information Ask students to read the text again carefully, and complete the following table by locating specific information: Events What the king did Results At first He disliked the withered tree and had it cut down, then replaced it with elaborate fountains. The animals left the garden, and the garden became empty. After that He sent for his advisers and offered a reward for a solution; he tried all the theories and ideas from the advisers. Nothing could restore the garden to its former splendour; plants and flowers also withered or disappeared. Years later He listened to the young man’s explanation and wanted to get his garden back. He realized his mistake and felt regretful; he knew that restoring the garden would take many years and he would not live to see it. After students finish the table, organize them to check the answers in pairs, and then the teacher explains the key points and corrects the mistakes. For the information that is difficult to locate, the teacher guides students to find the corresponding sentences in the text and underline them. Design Intention: Scanning is a skill to locate specific information quickly. By completing the table, it guides students to read the text carefully, extract key details, and sort out the development context of the story. This not only helps students understand the text more thoroughly but also cultivates their ability to find and organize information. The pair-check activity also promotes students’ cooperative learning and improves their communication ability. Close Reading: Analyze Language and Logical Connection This link is divided into three parts to guide students to conduct in-depth reading and analysis of the text. First, analyze the key sentences. The teacher selects several key sentences in the text and guides students to analyze their meaning and function. For example: (1) “It was a paradise.” The teacher asks: “What does ‘it’ refer to? Why does the author describe the garden as a paradise? What does this sentence imply?” Guide students to understand that “it” refers to the king’s garden with thousands of creatures, and this sentence highlights the beauty and vitality of the garden before the tree was cut down, laying a contrast for the subsequent desolation of the garden. (2) “Everyone broke into laughter. The man was a fool.” The teacher asks: “Why did everyone laugh? What does this sentence show? What is the contrast between the people’s attitude and the king’s attitude?” Guide students to realize that people laughed because they thought the young man’s words (there wasn’t enough moth poo) were absurd, which shows people’s ignorance of the connection of nature, and contrasts with the king’s patience to listen to the young man’s explanation. Second, analyze the logical connection of the text. The teacher guides students to discuss: “What is the logical structure of the text? How does the author connect each part of the story?” Through discussion, students can understand that the text adopts a chronological structure, which tells the story from the king’s cutting down the tree to the disappearance of the garden, and then to the young man’s explanation and the king’s regret. The author uses transition words such as “some time later”, “years later” to connect the events, making the story coherent and logical. At the same time, the teacher guides students to realize that the contrast between the beauty of the garden before and after is an important writing method in the text, which highlights the theme of the importance of protecting the balance of nature. Third, analyze the author’s attitude and writing purpose. The teacher asks students: “What is the author’s attitude towards the king’s behavior? What does the author want to tell us through this story?” Guide students to think and discuss. Through analysis, students can understand that the author does not directly criticize the king, but shows his regret, implying that everyone may make mistakes, but it is important to realize and correct them. The author’s writing purpose is to tell readers that all things in nature are closely connected, we should respect nature, protect the balance of nature, and not destroy nature casually. Design Intention: Close reading is the key link to deepen students’ understanding of the text. By analyzing key sentences, logical structure and the author’s attitude, it guides students to read the text in depth, not only to understand the surface meaning of the text but also to grasp the deep connotation and writing skills. This process not only improves students’ language analysis ability but also cultivates their logical thinking and critical thinking ability, which is in line with the requirements of core literacy. Post-reading: Consolidation and Application Vocabulary and Sentence Pattern Consolidation First, carry out vocabulary exercises. The teacher presents the following exercises on the courseware: Fill in the blanks with the key words and phrases learned: wither, restore, balance, elaborate, send for. The old tree in the garden has ______ because of lack of water. The government is trying to ______ the damaged ecosystem. We should keep the ______ between development and environmental protection. She spent a lot of time on the ______ decoration of her room. The manager ______ a doctor when he felt unwell. Ask students to complete the exercises independently, then check the answers together, and explain the key points and common mistakes. For example, remind students of the usage of “have sth. done” and the correct collocation of “restore”. Then, carry out sentence pattern imitation. The teacher selects typical sentence patterns in the text, such as “There was only one thing that the king disliked - the remains of a huge tree standing in the middle of the gardens.” and “Now that the king knew what was wrong and how it could be fixed, he wanted his gardens back.” Ask students to imitate these sentence patterns to make their own sentences, combined with the theme of nature. For example, ask students to imitate the first sentence to say: “There was only one thing that we should pay attention to - the protection of the environment.” Design Intention: Vocabulary and sentence pattern consolidation is an important link to consolidate the learning results. By setting fill-in-the-blank, translation and imitation exercises, it helps students master the usage of key vocabulary and sentence patterns in practice, and realize the flexible application of language knowledge. This not only improves students’ language competence but also lays a foundation for their subsequent speaking and writing. Group Discussion: Theme Extension Divide students into groups of 4-5, and assign the following discussion topics: (1) What lessons can we learn from the king’s mistake? (2) In our daily life, what behaviors may destroy the balance of nature? What should we do to protect nature? (3) Do you think it is easy to restore the balance of nature? Why or why not? Ask each group to select a recorder to record the key points of the discussion and a speaker to share the group’s views with the whole class after the discussion. During the discussion, the teacher walks around the classroom, guides students to express their views in English, helps students solve the language problems encountered in the discussion, and encourages students to put forward different opinions. After the discussion, invite 2-3 groups to share their views, and the teacher makes comments and supplements, emphasizing the importance of protecting nature and the necessity of everyone’s participation. Design Intention: Group discussion is an effective way to promote students’ cooperative learning and improve their speaking ability. The discussion topics are closely related to the text theme and real life, which can guide students to connect the text content with their own life experience, deepen their understanding of the theme, and cultivate their sense of environmental protection. At the same time, in the process of discussion, students can learn from each other, improve their communication ability and cooperative learning ability, and promote the development of their learning ability and thinking quality. Reading Summary: Consolidate Understanding Ask students to summarize the text independently in their own words, requiring them to include the main characters, key events and the theme of the text. After students finish, invite 2-3 students to share their summaries, and the teacher makes comments and guidance, helping students improve their summary ability. Then, the teacher makes a comprehensive summary of the text, emphasizing the key points of the text and the theme of protecting the balance of nature. Design Intention: Summarizing the text independently helps students sort out the key information of the text again, consolidate their understanding of the text, and improve their ability to organize language and summarize. The teacher’s guidance and summary can help students grasp the key points of the text more accurately and deepen their understanding of the theme. Homework Arrangement: Extend Learning Assign two types of homework: (1) Basic homework: Recite the key vocabulary and sentences in the text, and write a 100-word summary of the text. (2) Extended homework: Write a short passage (150-200 words) about “How to Protect Nature in Daily Life”, using the key vocabulary and sentence patterns learned in this lesson. At the same time, ask students to observe the behaviors of protecting or destroying nature around them and record them briefly. Design Intention: The arrangement of homework should be hierarchical, which can meet the needs of different students. Basic homework helps students consolidate the knowledge learned in class, while extended homework guides students to apply the language knowledge learned to practice, connects the classroom learning with real life, and further cultivates their language application ability and sense of environmental protection. Observing and recording the behaviors around them also helps students pay more attention to nature and deepen their understanding of the theme. Teaching Reflection (Embedded in the Teaching Process) In the whole teaching process, the teacher should pay attention to observing students’ performance, understand their learning status and existing problems, and adjust the teaching progress and methods in time. For example, if students have difficulty in understanding the key sentences, the teacher should explain them in more detail; if students are not active in the discussion, the teacher should guide them with more targeted questions. After the class, the teacher should reflect on the teaching process, summarize the advantages and disadvantages, and improve the teaching design for the next class. Design Intention: Teaching reflection is an important part of improving teaching quality. By observing students’ performance in class and reflecting on the teaching process after class, it helps teachers find out the problems in teaching, adjust and improve the teaching design, and better meet the needs of students’ learning. At the same time, it also helps teachers improve their own teaching ability and promote the continuous development of teaching. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $